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Previous issue date: 2017-12-04 === contributions for the initial formation of Mathematics teachers. The formation of
teachers is one of the greatest challenges imposed on the education, not only for the
Mathematics; and it has been object of researches, studies and reflections for the
researchers who intend to understand the initial and continuing professional
development paths. Simultaneously, it is supported the idea that the initial formation
process must give enough theoretical and practical knowledge so that the future
teacher can work properly in the social context in which he or she is nested. Being a
teacher requires being prepared to face different everyday situations and
understanding its social context, besides contributing to the development of the
students’ citizenship. Based on this, the following question arose: what contributions
do the Human Science bring for the initial formation of the Mathematics teachers, and
how do these contributions are realized on Licenciature classroom courses? The aim
of this research is to understand how prepared the Mathematics graduated teachers
are, discussing how the Human Science can contribute (as knowledge and courses
area) for the qualification of the teacher. Therefore, investigations about the opinions
and views of the coordinators, the professors who teach the last year of the graduation,
and the almost graduated students of the Mathematics classroom course, in the west
of Paraná, were made. This research is based on the theories of researchers who
research the teacher’s formation, mainly the formation of the Mathematics teacher. It
is also based on the legal principles that direct the teacher’s formation in Brazil; and
has historical information about Human Science and its contributions for the human
being. The qualitative and quantitative methods of researching are the ones present in
this research, for the writing strategies and for analyzing the data. The orientations
twhearte a brea simedp oinrt aBnatr fdoinr t(h2is0 1re1s),e tahricsh i,s t haels oM aa tdheomcuamtice nctoaul rrsees enaorrcmhs, i(tL aDnBa)ly, sthees Pthoeli tliacwals-
Pedagogical Projects and the Curriculum Frameworks of the courses. For the field
research, the coordinators and professors of the course answered a semi structured
interview, and the students answered a questionnaire. The results obtained show that
it is necessary to implement a new structure on this course, so it become possible to
have Human Science contents implemented in the courses of the graduation and in
the acting of the professors. Another result gotten is related to the dichotomy between
the areas known as Pure Mathematic and Education Mathematic, what could be
realized on the interviewees’ speech and can be found in the literature, a fact that
seems to be kept year after year in the courses. In order to improve the current reality
mentioned, we suggest to propose training the Mathematic teachers for a great and
continuing formation, which includes a better humanized teaching of the Exact
Science, using methodologies that allows to integrate and promote courses of specific
subjects so that reflections about human relations, social relations and citizenship
improvement can be taught together with. It would result on the development and
improvement of the abilities the college students need in order to reflect about “being
a teacher”, what aims to get prepared to work at the educational system, since our
acting influence others and include responsibility and citizenship aspects on the
process of teaching people of different generations.
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